Research On The Character Of Strategy Discovery And The Influence Factors In Tic-Tac-Toe Of Children Aged From 4 To 6

Cognitive Strategy is defined as any procedure that is nonobligatory and goal directed, and its development is one of the important aspects of cognitive development. Since the middle of last century, it has become an important field in Psychology and Pedagogy. Researchers has found that whether a child can acquire a new strategy or not depends on whether he can give birth to or learn a learning skill or not, and self-explanation is one of the skills. The effect of self-explanation has been proved in many fields.On the base of studying the domestic and foreign literatures, this study has established its own frame, which contains several themes as followed: the characters of the strategy discovery and acquirement of children; the approaches and the mechanism of the strategy acquirement; the influent factors of the strategy acquirement and generation; the effect of explanation on the new strategy and the mechanism of the effect.The main conclusions are as followed:Firstly, there are marked differences among children of different ages; but there are no obvious differences between genders.Secondly, the acquirement of a new strategy is a long process. Compared the time the younger children needs, the older children needs less. During the course of the strategy acquirement, the old and new strategies are coexisting. Only when the child really recognizes the advantages of the new strategy, may he give up the old ones gradually, and choose the new one intentionally and steadily.Thirdly, the approaches of the strategy acquirement may be spontaneous or be learned from others. However, children only give birth to strategies whose levels are consistent with their cognitive levels, while they can learn these strategies which are in the Zone of Proximal Development.Fourthly, the explanations children have given birth to are different among ages, but there are no differences between genders.Fifthly, age, the context in which they learn fork strategy and their ability to learning are all factors that influence the learning effect. The explanation about fork strategy children acquired when they were learning can promote children to generate the new strategy to a new situation. These explanations can help children master the whole situation and the subordinate goal of the next move. Therefore, those who know the explanation of fork strategy can use it more accurately and flexibly.These conclusions can give important revelation to our teachers who work in the kindergartens. Teachers should enlighten children to think at right time, and give them a suitable scaffold which can help children acquire those strategies which is in the Zone of Proximal Development. Teachers can introduce children to construct explanations with them, which can assist them to learn the new strategies.